General Information

Definition
of Online Learning

Distance Education is an approach to learning where instruction takes place
outside the traditional classroom setting. Instead of teaching face-to-face,
instructors use electronic or a blend of face-to-face and electronic delivery
methods to develop and furnish content for instruction and interaction with
students.

There are two modes of distance
education instruction:

Online

An online distance education
course is delivered via the Internet using a campus-supported Learning
Management System (LMS). No on-campus meetings are required. Students
are required to use a computer with Internet access as the primary technology
and may be required to use other available technologies to acquire and learn
course content. Through regular effective contact,
instructor and students interact to complete assignments and assessments and
to demonstrate Student Learning Outcomes. An online course will be
designated as Online in published campus materials.

Hybrid

A hybrid distance education course
replaces some face-to-face class time with online instructional time. Any
distance education course that requires students to attend on-campus
orientations, assessments, scheduled class meetings, or other required
activities is a hybrid course. A campus-supported Learning Management System
is used to provide course content replacing face-to-face time. Students must
have access to a computer and the Internet. A hybrid course will be
designated as Hybrid in published campus materials.

There are also two additional courses types with online components:

Web Enhanced

When instructors have full capability to utilize the LMS in the same way they would in an Online or Hybrid course, but do not replace their classroom time with online instruction, this is considered to be a Web-Enhanced course. These courses are not considered distance education courses.

​Moodle-Lite

​In these courses instructors use the LMS simply to post materials and engage in discussion, but do not replace their classroom time with online instruction. These are considered Moodle-Lite courses. These courses are also not considered distance education courses.

Principles
of Online Learning

Fundamental
teaching and learning standards for undergraduate education also apply to
teaching online and hybrid courses. This means that the following principles,
based on Chickering and Gamson’s best practices for undergraduate education1,
should inform distance education courses:

Principle
1:

Establish and maintain Regular
Effective Contact.

Regular effective contact is a California requirement for distance learning which
states that instructors must keep in contact with students on a regular and
timely basis both to ensure the quality of instruction and to verify
performance and participation status.

Principle
2:

Create opportunities for
student-centered learning.

In distance education, instead of
being the sole source of content knowledge, the role of the instructor is as
a facilitator. Students should be encouraged to interact not only with
the content and instructor but also with each other in order to understand,
research and come to their own conclusions about the course material.

Principle
3:

Create opportunities that have
practical real world applications.

The activities in distance
education courses should be authentic, that is, based on tasks that
students would have to perform in various setting outside the classroom.
Students should also have chances to enhance their knowledge about the world
through critical thinking and reasoning skills.

Principle
4:

Provide support for each student’s
learning process and autonomy.

Distance education instructors
should engage all types of learners by providing content and assessments
that respect and accommodate the different needs, learning styles and
strategies of each student. In addition, instructors should provide support
for students in time management and academic skill development.

Principle
5:

Ensure all course content is
readily and easily accessible to all students.

Instructors should make certain
that their courses meet all the necessary accessibility requirements
(508 compliance). They should also create course content and assessments that
are user-friendly in terms of technology and provide alternate means of
access to the course material should there be problems with the Learning
Management System.

This work,
"Shasta College Online Faculty Resources", is a derivative of "PCCOnline Faculty
Resources” by Pasadena City College Distance Education Program, used under
a CCby Katie Datko, Editor. "Shasta College Online Faculty
Resources" is licensed under a CC by Ken Cooper, Editor.